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프뢰벨 놀이교육의 유아 교육적 의의 원문보기

  • 저자

    이후남

  • 학위수여기관

    경상대학교 교육대학원

  • 학위구분

    국내석사

  • 학과

    교육학과 교육철학전공

  • 지도교수

  • 발행년도

    2014

  • 총페이지

    58 p.

  • 키워드

  • 언어

    kor

  • 원문 URL

    http://www.riss.kr/link?id=T13534420&outLink=K  

  • 초록

    Fröbel considered that man works, acts and creates not to simply keep his body and settle food, clothing and shelter, but to express the mental and the divine in man outside. Therefore, Fröbel asserted, if a child grows and develops according to the divine nature, the child becomes a model human like Jesus Christ. However, according to Fröbel, although children are the beings developing naturally by nature, most of children become unable to keep on human genuineness and continuous development owing to parents, teachers and adults' imperative and interfering education. Therefore, Fröbel regarded oppressive and closed education methods as the factors hampering children's divinity and development. Fröbel asserts that a child in infancy has its active force to express its own inner side outwards, and that the inner sprout or the inner power the child has acts as the power of growth through play. In other words, he thought that children's play spreads to the stage to recreate the world and understand it, and is the first attempt to achieve something, so they can build up their own world and change it. Fröbel considered that the play in the early children is the noblest and purest activity, simultaneously, the expression of naturality latent in all human beings or objects. Therefore, Fröbel put education objective in the expression of inherent nature, and believed the infant realizes truth through self-activity play. As this self-activity of the early child appears in one fusion of sense and emotion, he observed that the child's act as 'be absorbed', and that this act expresses the relationship of the trinity of nature, human and god. So in order for the child grow a real human, we have to educate the child to arouse the work urge like 'be absorbed', he thought. Hence, based on Fröbel's play education like this, we can arrange his footprint in the early childhood education as follows. First, play is the development of divinity through the expression of inner world and the first starting point to grasp the internal essence. Second, play helps the early child recognize ambient things and understand them, widen the vision, and bring delight, joy and pleasure and peace. That is, he explains about the play as desire and impulse to extend the knowledge toward a new world and get undiscovered things. Third, play improves the infants' morality through the polishing of power and provides mental strength and physical strength simultaneously. Likewise, it can be fairly said that Fröbel's romantic educational thought respecting the infant's self-activity, esteeming interest, emphasizing the educational values of play is more desirable than the traditional education of the culture relay viewpoint centered on teacher guidance. Fröbel's early childhood education thought has been studied repeatedly, but it is expected that many influences and educational values on the infant education will be discovered in Fröbel's ideas and achievements in future.


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